A Trilingual Teaching Model for Developing Academic Literacy Skills in Classical Arabic (L1), Hebrew (L2) and English (FL) in Southern Israel

Hauptman, Sara; Mansur, Fuaz; Tal, Rachel

doi:10.2167/jmmd530.0

Cited by 2 publications

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“…Indeed, transfer will not happen automatically, which is why the schools are responsible for guaranteeing the child's adequate exposure to both home and school language (Baetens-Beardsmore, 2009;Cummins, 2000;García, 2009). Empirical evidence for the interdependence hypothesis has been found in several studies (Abu-Rabia, 2001;Chireac, Serrat, & Huguet, 2011;Durgunoğlu, 1998;Hauptman, Mansur, & Tal, 2008;Huguet, 2008;Oller & Vila, 2011).…”

Section: Psycholinguistic Base Of Bilingual Educationmentioning

confidence: 94%

A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe

Reljić

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Martin

2015

Review of Educational Research

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The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only 7 meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% confidence interval [0.10, 0.36]) for bilingual over submersion programs on reading of language minority children. Thus, this meta-analysis supports bilingual education-that is, including the home language of language minority children-in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects.

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Section: Psycholinguistic Base Of Bilingual Educationmentioning

confidence: 94%

A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe

Reljić

Ferring

Martin

2015

Review of Educational Research

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Investigating Transfer of Academic Proficiency Among Trilingual Immigrant Students: A Holistic Tri‐Directional Approach

Haim

2015

The Modern Language Journal

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The study addresses the degree of transfer of literacy dimensions of academic proficiency (AP), that is, reading comprehension and writing, across three languages—Russian (L1), Hebrew (L2), and English (L3)—and investigates whether a common conceptual source underlies the linguistic and cognitive operations of the trilingual learner (Grosjean, 1985). The sample included 274 Russian‐speaking 11th graders studying Hebrew (L2) and English (L3). The instruments for assessing AP were (a) an L1 writing task and ‘can do’ questionnaire and (b) AP tests in L2 and L3. Questionnaires were administered to gather information about the participants’ background variables. The results indicate interdependence of AP across the 3 languages. AP in L1 contributed significantly to the prediction of AP performance in L2 and L3 independent of interaction with arrival age, gender, and socioeconomic status. Reading comprehension and writing in Hebrew (L2) significantly predicted performance on the parallel measures in English (L3). L3 writing proved to be a better predictor of AP in L2 compared to L3 reading comprehension and predicted not only L2 writing but also L2 reading. The results indicate that the Interdependence Hypothesis transpires in the context of 3 languages and can be interpreted to comply with holistic views of bi/trilingualism (Cummins, 2008; Jessner, 2008c).

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A Trilingual Teaching Model for Developing Academic Literacy Skills in Classical Arabic (L1), Hebrew (L2) and English (FL) in Southern Israel

Cited by 2 publications

References 0 publications

A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe

A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe

Investigating Transfer of Academic Proficiency Among Trilingual Immigrant Students: A Holistic Tri‐Directional Approach

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